(1975). White Teachers, Black Schools, and the Inner City: Some Impressions and Concerns. This document presents interview data acquired from white and black teachers and white and black parents. Among the questions dealt with are: why white teachers teach in black schools in the inner city; whether white teachers are willing to accept black leadership (i.e., the black principal); whether a majority white faculty should be assigned to a majority black school; whether racism is widespread among the majority white faculty; whether the white teacher is afraid to discipline the black student, even when the need to do so is obvious; and the extent to which white teachers can interpret the black subculture. Five papers are included, addressing issues such as the white teachers in the all-black school, some comments on the Lincoln project and problems encountered by white teachers in black schools and instruction, learning, and the problems encountered by white teachers in black schools. One paper by public school educators addresses the issue of white teachers in black… [PDF]
(1994). Adult Education and Women's Needs. A Study of Some Community Organisations in the Western Cape. CORE Working Paper No. 2. A study reviewed nonformal education provided by community organizations, particularly that for women, in the Western Cape (South Africa). It was set against a background of the struggle against apartheid and women's special needs and interests. The interview schedule included open-ended and structured questions and was designed to elicit details on the structure of organizations, the training they provided, the problems faced by the interviewees and recommendations for the future. Findings indicated that organizations varied in size, number of people reached, and number of paid or volunteer workers. Aims of the organizations were broad and of a general nature. The multifaceted nature of the goals of many organizations could prove inefficient in the long-run. Funding was one of the most crucial problems. The organizations did not address issues of sexism and racism within themselves. Survival strategies training included primary health care directed almost exclusively at women and… [PDF]
(1976). Cross Cultural Perspectives in Social Work Practice and Education. Six Symposia. The relationship of social work practice and education to minority groups is discussed in six symposium papers. The first paper, by Armado Morales, discusses acts of commission and omission by the mental health delivery systems that reflect racism and oppressive attitudes toward Mexican Americans. The relevance and applicability of present approaches are questioned. The paper by E. Daniel Edwards and Margie E. Edwards describes the culture, lifestyle and values of American Indians. It provides historical accounts of American Indian policies and the effects of such policies on the American Indian; approaches to the historical understanding of the American Indian and how this could enhance social work practice are also discussed. Another paper, by Wilhemina Perry and Antonia Pantoja, points out that efforts to create social reform must inevitably include the review of theoretical paradigms. The black family and black culture are described as adaptations to the social circumstances…
(1991). Adult Education Research Annual Conference Proceedings (32nd, Norman, Oklahoma, May 30-June 2, 1991). Papers in this volume include: "Retirement Learning" (Adair); "Effect of Literacy on Personal Income" (Blunt); "Popular Discourse Concerning Women and AIDS" (Boshier); "John Steinbeck's Learning Project" (Brockett); "Faculty Careers of Professors of Adult Education" (Caffarella); "Racism in Canada" (Carriere); "Perspectives on Program Planning in Adult Education" (Cervero, Wilson); "Inclusive Language and Perspective Transformation" (Coffman); "Impact of Critical Social Theory on Adult Education" (Collard, Law); "Assessing Adult Learning Strategies" (Conti, Fellenz); "Class Age Composition and Academic Achievement" (Darkenwald et al.); "Redesign of Continuing Education as a 'Practical Problem'" (Dirkx et al.); "Framework for Understanding Developmental Change among Older Adults" (Fisher); "Value of Literacy for Rural Elderly" (Freer);… [PDF]
(2020). Shifting from Surveillance and Control in Virtual Learning Environments: Utilizing Principles of Universal Design for Learning & Culturally Sustaining Pedagogy. Equity Dispatch. Volume 5, Issue 1. Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center In this edition of "Equity Dispatch," we discuss equity implications around disciplinary policies in virtual learning contexts. We offer practical applications of principles of Universal Design for Learning & Culturally Responsive Pedagogy as proactive strategies for engaging students in virtual learning activities…. [PDF]
(1973). A Matter of Course. This paper argues for an educational orientation to American studies in high school that contributes toward individual growth and a sense of compassion toward humanity. According to the author, conventional schooling is a process of training youth to fit into out society by internalizing the accepted behavior and attitudinal norms. The student adjusts to a lock-step process in which he climbs in a predetermined fashion to a predetermined goal of social status and material success. Instead, education should encourage the development of personal growth and the interrelatedness of that growth with the growth of humanity; criticism of current societal values; and the development of values based upon compassion, creativity, and the uniqueness of the individual within his own culture. A suggested course outline with this focus includes four main aspects. First, the course structure must organize the world in such a way as to give direction and clarity to the student's discovery of the… [PDF]
(2005). African Americans: Disparities in Health Care Access and Utilization. Health & Social Work, v30 n3 p265 Aug. Despite remarkable improvements in the overall health of the nation during the past two decades, compelling evidence suggests that the nation's racial and ethnic minority Americans suffer increasing disparities in the incidence, prevalence, mortality, and burden of diseases and adverse health outcomes compared with white Americans. The 1998 Presidential Initiative on Race and Health was the first national commitment to eliminate health disparities between majority and minority population groups. Because racial and ethnic minority groups will increase to nearly 40 percent of the U.S. population by 2030 (U.S. Department of Health and Human Services [HHS] 2000), a stronger commitment to better understand health disparities and develop new diagnostic, treatment, and prevention strategies for their elimination is a sound investment. Only rigorous population and epidemiologic research can discern where these disparities exist, define the scope of the problem, and identify and evaluate new…
(1979). Desegregation–Its Inequities and Paradoxes: Toward an Equitable and Just Educational Policy for Afro-Americans. Educational Policy for Afro-Americans. This paper examines the major social science contributions to racial balance as a policy alternative to the unequal educational opportunity suffered by Afro-Americans. It is argued that, although the policy is considered by advocates and the courts to be a remedy for discrimination, it is in fact a continuation of white dominance, or racism. It is pointed out that support of this policy by proponents who are usually anti-racist creates a paradoxical situation. It is reasoned that the basis for this paradox rests with a certain lack of logic on the part of social scientists in both the "Brown" decision and the more recent "Racial Isolation Report." Poor conceptualization and inadequate or inappropriate methods are cited as reasons for a misleading understanding of what constitutes segregation and discrimination. These problems are discussed in detail along with a discussion of research findings which show that the benefits of desegregation are mixed but more often…
(1996). Women of Color in Experiential Education: Crossing Cultural Boundaries. Outdoor adventure is stereotyped as a White, male activity. Women who participate are going against the stereotype of outdoor activities as a male domain, but women of color additionally confront the domain of race. Constraints on women generally include socialization into an ethic of care, concern for physical and psychological safety, and lack of skills and opportunities. For women of color, prejudice and marginality accentuate any injustice or inequality. Cultural behaviors, women's roles, and constraints peculiar to African American, Native American, and Mexican American women are reviewed, and implications for their participation in outdoor education are discussed. Interviews with three women–one African American, one Chinese American, and one Chicana with Navajo ancestry–concerning leadership, gender issues, and experiences of outdoor adventure participation revealed differing perspectives. However, all interviewees felt that encouraging more women of color to be role… [PDF]
(2021). No Sustainability without Justice: An Anthology on Racial Equity & Social Justice. Volume I, 2020. Association for the Advancement of Sustainability in Higher Education AASHE's advisory committee on Diversity, Equity, and Inclusion conceived of "No Sustainability without Justice: An Anthology on Racial Equity and Social Justice" as a way to share guidance around how racial equity, social equity, diversity, and inclusion are integral components to sustainability for those employed in higher education. These essays discuss racial equity as a necessary condition for a sustainable campus. [For Volume II, see ED628106. For Volume III, see ED628107.]… [PDF]
(2023). Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity. Research Report. Urban Institute School desegregation and equitable access to educational opportunity takes alignment in the housing and education sectors. Racist housing policies and practices have systematically limited access to opportunity for generations of people of color, profoundly affecting their wealth, and perpetuating racial disparities in opportunity and well-being for children. Contemporary school enrollment patterns of students of different races reflect the legacy of state-sanctioned segregation and decades of exclusionary practices in housing and education. This report lays out a through line between housing policies and practices, inequitable school resources, and inequitable educational outcomes. It discusses racist policies that drive residential racial segregation and how limited residential opportunities have manifested for students through school segregation and education inequity. Next, it shares solutions from communities across the country to address segregation across both sectors,… [PDF]
(1995). "Political Correctness–Reality or Myth in the Academic Workplace?". Political correctness (PC) is often associated with attempts to place limits or boundaries on expressions of racist, sexist, or homophobic attitudes and feelings. PC is most often associated with such efforts on college and university campuses. Many critics of PC have attempted to suggest that these activities pose a great threat to American society. They suggest that PC is restrictive of opinion and free expression. The comments of Nat Hentoff are typical. He notes that "many white male students, faculty members and administrators are convinced that speech must have its limits if racism, sexism, and homophobia are to be extirpated in and out of the classroom." It would be naive, however, to assume that anti-PC criticism is a by-product of objective investigation. Much of the anti-PC rhetoric is a direct result of highly organized and well-funded campaigns by conservative elements. Further, virtually all of the evidence against PC consists of collections of anecdotes…. [PDF]
(1993). Why Did You Select Teaching as a Career? Teachers of Color Tell Their Stories. This paper reports on part of a larger research study on the reasons for the shortage of minority students entering colleges of education and the teaching profession. Interviews were conducted with 140 teachers of color in three urban school districts: Cincinnati (Ohio), Seattle (Washington), and Long Beach (California). The focus of this part of the research was the personal motivations of the informants for selecting teaching as a career. Recurring themes emerged from the responses that need to be explored and better understood if the profession hopes to attract and retain teachers of color in the future. Major themes include influence of other people, involvement with youth, and being called to the profession. Most respondents claim to have gone into teaching due to someone else's influence: their family, a friend, or a teacher. Additional reasons given include: making a difference, teaching as a calling, love of children, previous involvement with youth, love of subject matter,… [PDF]
(1995). Bringing in a Pedagogy of and for Difference and Diversity in the Speech Communication Classroom. The academy is one of the legitimate sites within our culture where values of citizenship and democracy can be encouraged through a critical pedagogy that seeks to transform oppressive social relations that are often naturalized by what Louis Althusser called ideological state apparatuses–the media, family, schools, churches and so on. Several different models of education are available to the educator today, the most widespread of which is the transmission model. This model trains students in "what to know" and "what to believe" and behind this model lies an agenda of reward and obedience and conformity. A critical cultural view of pedagogical practice, however, realizes the power that teachers and schools have to transform and redefine existing social relations. This view posits that students can improve their lives by the liberatory potential of dialogue. This pedagogy might be the most appropriate for the speech communication classroom. One engine that may… [PDF]
(1994). Causes of Hunger: Hunger 1995. Fifth Annual Report on the State of World Hunger. This comprehensive report shows how hunger is interrelated with other social ills, including powerlessness, violence, poverty, environmental destruction, and discrimination. More than a billion people are too poor to afford an adequate diet and other essential of life such as health care, housing, sanitation, safe water, and education. In the United States, an estimated 30 million people cannot afford to buy enough food to maintain good health. The report shows how thousands of private organizations and millions of individuals are helping hungry people in the United States and worldwide. The report contains two essays for an overview of the problem of hunger and seven other essays on various aspects of the hunger problem. Essays include: (1) \Introduction: The Courage to Choose\ (Richard A. Hoehn); (2) \Overview of World Hunger\ (Peter Uvin; Marc J. Cohen; A Cecilia Snyder; Richard A. Hoehn; Maureen Harris); (3) \Cause 1: Powerlessness and Politics\ (Marc J. Cohen); (4) \Cause 2:… [PDF]